There is currently no single unifying definition of the concept of social responsibility of universities, repeating in some detail what happens in the application of this concept to companies, there are different definitions in the literature on this subject that guide this concept to dissimilar elements or aspects, guidelines which are engaged in some emphasis on the RSU, but most try to replicate almost precisely the social responsibility model developed for businesses.
Regarding the latter, De la Cruz & Sasia (2008:23) warn of the risks involved in forcing the implementation of corporate social responsibility in universities' own responsibility is subject to the criterion of and this is a useful measure to que es difícil ponerle un límite preciso en una institución universitaria […] entendida en este caso en términos estrictamente económicos, donde lo útil se identifica con lo económicamente rentable ”, por lo que para estos autores la responsabilidad de la universidad se vincula con el poder de interacción y participación del quehacer universitario con las necesidades sociales en cuanto a reflexión ética que pueden aportar las universidades.
Así por ejemplo, Casani & Pérez (2009) ubican a la responsabilidad social como expresión de la “tercera misión” de las universidades, que relacionan al comportamiento socialmente responsable of these institutions with social, economic, environmental, geographic, political and solidarity action, applied as a model or system of government and university management to give account to the various stakeholders in the university work on the impacts of institutions higher education have on society.
According to Bowen (1984) the departments or colleges within the concept of social responsibility have two major commitments: one technical and one moral. Technical responsibility means providing technically competent professionals to society, well-trained, self-disciplined and with a clear interest by further enhancing their learning throughout their lives. However, the moral responsibility describes the formation of a person with extensive knowledge and culture, capable of assuming the leadership of society to exert a constructive influence in the community and in civic life.
However, Van Ginkel (2002) argues that as a result of applying the concept of social responsibility in scientific research institutions and higher education in the XXI century, it is necessary to review the curricula and learning materials in terms of form globalized citizens aimed at sustainable development. In this regard, previous theoretical approaches on sustainable university such as van Weenen (2000), become an important theoretical underpinning to guide higher education institutions to these issues, recognizing sustainable development as one of the biggest challenges for universities in this century.
Thus, according Arana et al (2008:219) university social responsibility must be understood as "'s commitment to the institution to disseminate and implement a set of knowledge and values \u200b\u200bin the Vocational Training research processes, innovation and outreach program functions should be focused on solving social problems . " No doubt that the debate remains open pending further contributions to enable as far as possible achieve greater clarification of the concept of social responsibility applied to universities.
Regarding the latter, De la Cruz & Sasia (2008:23) warn of the risks involved in forcing the implementation of corporate social responsibility in universities' own responsibility is subject to the criterion of and this is a useful measure to que es difícil ponerle un límite preciso en una institución universitaria […] entendida en este caso en términos estrictamente económicos, donde lo útil se identifica con lo económicamente rentable ”, por lo que para estos autores la responsabilidad de la universidad se vincula con el poder de interacción y participación del quehacer universitario con las necesidades sociales en cuanto a reflexión ética que pueden aportar las universidades.
Así por ejemplo, Casani & Pérez (2009) ubican a la responsabilidad social como expresión de la “tercera misión” de las universidades, que relacionan al comportamiento socialmente responsable of these institutions with social, economic, environmental, geographic, political and solidarity action, applied as a model or system of government and university management to give account to the various stakeholders in the university work on the impacts of institutions higher education have on society.
According to Bowen (1984) the departments or colleges within the concept of social responsibility have two major commitments: one technical and one moral. Technical responsibility means providing technically competent professionals to society, well-trained, self-disciplined and with a clear interest by further enhancing their learning throughout their lives. However, the moral responsibility describes the formation of a person with extensive knowledge and culture, capable of assuming the leadership of society to exert a constructive influence in the community and in civic life.
However, Van Ginkel (2002) argues that as a result of applying the concept of social responsibility in scientific research institutions and higher education in the XXI century, it is necessary to review the curricula and learning materials in terms of form globalized citizens aimed at sustainable development. In this regard, previous theoretical approaches on sustainable university such as van Weenen (2000), become an important theoretical underpinning to guide higher education institutions to these issues, recognizing sustainable development as one of the biggest challenges for universities in this century.
Thus, according Arana et al (2008:219) university social responsibility must be understood as "'s commitment to the institution to disseminate and implement a set of knowledge and values \u200b\u200bin the Vocational Training research processes, innovation and outreach program functions should be focused on solving social problems . " No doubt that the debate remains open pending further contributions to enable as far as possible achieve greater clarification of the concept of social responsibility applied to universities.
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